Indicator 3.8 Interventions (RESEARCH AND ARTIFACTS)
3.8 Implements interventions to help students meet expectations for student learning
"In education, with our efforts to translate research based strategies into practice, we must ensure that teachers know a sufficiently broad repertoire of scientifically-based strategies to address the very unique learning needs and circumstancesthat students bring to the classroom"
In 2005 almost 90% of 6-21-year-old students receiving speech and language services in the schools spent more than 75% of their time in the general education environment (OSEP, 2005) RESEARCH
RTI ResourcesLanguage related to Response to Intervention (RTI) was written into U.S. law with the 2004 re-authorization of the Individuals With Disabilities Education Act (IDEA). This law indicates that school districts are no longer required to take into consideration whether a severe discrepancy exists between a student’s achievement and his or her intellectual ability in determining eligibility for learning disability services. Rather, they may use an alternative approach that determines first whether the student responds to “scientific, research-based” classroom instruction and, if not, then to more intensive and targeted interventions. After receiving this more tailored and intensive instruction, students who do not demonstrate adequate progress are then considered for evaluation for a specific learning disability. This approach has come to be known as RTI, although this precise term is not used in the law.
3.8 a - How does the system of support individualize interventions and differentiate instruction for identified students whose pace/style of learning differs in some way?
HIGHLY FUNCTIONALTeachers consistently use pre-assessment as a basis for differentiation of instruction in all areas. Differentiationof research-based instruction is observable in all classrooms/programs. There are opportunities for students toimprove and enrich their learning through expanded uses of time, facilities, instructional resources, and throughcollaborative networks of support within the school, at home, and across the community. Review and re-teachingoccur through individualized interventions.
Indicator 3.8 Interventions (RESEARCH AND ARTIFACTS)3.8 Implements interventions to help students meet expectations for student learning
"In education, with our efforts to translate research based strategies into practice, we must ensure that teachers know a sufficiently broad repertoire of scientifically-based strategies to address the very unique learning needs and circumstances that students bring to the classroom"
In 2005 almost 90% of 6-21-year-old students receiving speech and language services in the schools spent more than 75% of their time in the general education environment (OSEP, 2005)
RESEARCH
ARTIFACTS
Accomodations.xls
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Similiar to current list of accomodations)- Speech Therapy is provided by Speech Language Pathologist, Emily Malchow, from the West Point Public
School System; 10 students received speech services as of February, 2012- Schedule of opportunities and activities that support special learning needs (Vocational classes, work study,
advanced placement, specialized classes - graphic design)3.8 a - How does the system of support individualize interventions and differentiate instruction for identified students whose pace/style of learning differs in some way?
Supplemental educational serviceCommunity-based programsResources
http://www.learningpt.org/pdfs/literacy/vocabulary.pdf
HIGHLY FUNCTIONALTeachers consistently use pre-assessment as a basis for differentiation of instruction in all areas. Differentiationof research-based instruction is observable in all classrooms/programs. There are opportunities for students toimprove and enrich their learning through expanded uses of time, facilities, instructional resources, and throughcollaborative networks of support within the school, at home, and across the community. Review and re-teachingoccur through individualized interventions.